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will be easier for the students to understand due to the fact that the students are the ones supplying the language for the criteria

when there is a wide range of variation between quality work and work that is not yet proficient.

writing assignments, use of scientific inquiry, problem solving, performance based learning, and presentations

that teachers scoring the same set of papers using the same rubric have a correlation value beyond 0.80

Students should be given rubrics at the beginning of an assignment because rubrics not only are valuable to teachers because they help in more consistent grading, but are helpful to students as well. 

Holistic rubrics are quicker to use than analytical rubrics because holistic rubrics don’t break down the task.

better diagnostic information and provide students more feedback about how to make his or her work better

Analytical rubrics, on the other hand, break down the final project into parts

empowered to take more responsibility for their own learning.

Self-evaluation is a potentially powerful technique because of its impact on student performance through enhanced self-efficacy and increased intrinsic motivation

STUDENT SELF-EVALUATION: WHAT RESEARCH SAYS AND WHAT PRACTICE SHOWS By Carol Rolheiser and John A. Ross

Alternate assessment must be transparent (Fredericksen & Collins, 1989), meaning that the criteria for appraisal, the population from which tasks are drawn, the scoring key and interpretive schemes must be visible to students, even when the teachers who devised these procedures have an imperfect grasp of them

One teacher resolved the conflict by redefining her metaphor of assessment from that of "fair judgment" to providing a ‘"window into a student's mind" (p. 309),

STAGE 1- Involve students in defining the criteria that will be used to judge their performance.

Involving students in determining the evaluation criteria initiates a negotiation

If students have been involved in a negotiation in Stage 1, the criteria that result will be an integrated set of personal and school goals.

- Give students feedback on their self-evaluations.

Teachers need to help students recalibrate their understanding by arranging for students to receive feedback (from the teacher, peers, and themselves) on their attempts to implement the criteria.

when students are taught systematic self-evaluation procedures, the accuracy of their judgment improves. Contrary to the beliefs of many students, parents, and teachers, students' propensity to inflate grades decreases when teachers share assessment responsibility and control (Ross, et al., 2000).

Students will learn more because (i) self-evaluation will focus student attention on the objectives measured, (ii) the assessment provides teachers with information they would otherwise lack, (iii) students will pay more attention to the assessment, and (iv) student motivation will be enhanced.

Our own research and that of others substantiate these four arguments.

Positive self-evaluations encourage students to set higher goals and commit more personal resources to learning tasks (Bandura, 1997; Schunk, 1995).

The learning environment must be physically and psychologically comfortable

Adults have something real to lose in a classroom situation. Self-esteem and ego a

Adults have expectations, a

Adults bring a great deal of life experienc

Instructors who have a tendency to hold forth rather than facilitate can hold that tendency in check--or compensate for it--by concentrating on the use of open-ended questions to draw out relevant student knowledge and experience.

New knowledge has to be integrated with previous knowledge; students must actively participate in the learning experience.

The key to the instructor role is control. The instructor must balance the presentation of new material, debate and discussion, sharing of relevant student experiences, and the clock.

The instructor has to protect minority opinion, keep disagreements civil and unheated, make connections between various opinions and ideas, and keep reminding the group of the variety of potential solutions to the problem. The instructor is less advocate than orchestrator.

Integration of new knowledge and skill requires transition time and focused effort on application. Learning and teaching theories function better as resources than as a Rosetta stone. A skill-training task can draw much from the behavioral approach, for example, while personal growth-centered subjects seem to draw gainfully from humanistic concepts. An eclectic, rather than a single theory-based approach to developing strategies and procedures, is recommended for matching instruction to learning tasks.

personal

After reading that statement, I felt as though many things clicked for me. The course design and teaching practices are closely linked. The social, cognitive, and teaching presence are related and depend on each other. What does this mean for my course? For me it translates to making sure my course design contains a careful balance to establish the community of inquiry, and that my teaching practices are supported by my course design.

First that instructors must give control over the learning to the students, and second that instructors must be skilled at guiding discussions in order to help students learn what is necessary through interactions with others. I especially liked an analogy that Luke used in one of his discussion posts, “Yoda (the teacher) guided Luke (the student) in the ways of the Force, he pointed him where he needed to go but had Luke do the work.” I think this is very relatable for those of us who are star wars fans. Yoda is this incredibly wise mentor, who says very little. The statements he makes are brief but have a lot of meaning. I do see how this relates to effective teaching online. I had to help facilitate a discussion in a past online class, and always felt hesitant to jump in. My sense was that you only want to add something when the thinking stops. You only want to ask enough questions, or statements to get the thinking going again.

I really appreciated that the course was able to allow me to reach these conclusions in my own way, rather than just telling me “the line between direct instruction and facilitation of discourse can be blurred”. 

I have been able to make the big connections, and form ideas in a way that previously has been difficult for me. 

I feel as though the reflection assignments have provided the context for my brain to think in a different way.  This not only gives me confidence for the future, but it also helps me to discover the connections I have made unconsciously!  It seems kind of strange to say that, but it is true!  I am hoping to continue to use blogging as a tool to document my insights and learning after the course ends.

I definitely was struggling with motivation when I felt the connection to my classmates and the instructor fading.

Through ETAP640, I have really learned how important reflection is for deep learning. It is through my blog posts that I have been able to tie all the ideas together in my head and makes sense out of the information. The course manual suggests that you ask your students why they are taking the course within the ice breaker.

Maree (4)